Collaborative Pathways: The Role of Stakeholders in Integrating Indian Knowledge Systems in Teacher Education

Abstract

In line with NEP 2020, this study intends to investigate stakeholder roles in incorporating Indian Knowledge Systems (IKS) into teacher education in North-East India in order to promote culturally sensitive pedagogies among various tribal epistemologies. The study's goals are to Identify opportunities and obstacles in utilizing indigenous traditions; and examine the roles of government, institutions, teachers, elders, and NGOs in IKS embedding. According to Braun and Clarke's (2006) conceptual thematic analysis methodology, 28 initial codes were iteratively coded into five themes (Stakeholder Roles 30%, Challenges 25%, Opportunities 20%, NEP Alignment 15%, and Framework 10%) by synthesizing secondary data from ten recent peer-reviewed sources, policy documents (NEP 2020), and seminar abstracts. Through policy requirements, curriculum revisions, experiential workshops, and community linkages, stakeholders propel IKS infusion, unlocking cultural relevance and holistic growth. Curriculum overload, training deficits, and language barriers—particularly in multilingual—are obstacles.